Date
4-2013
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Brian Yates
Primary Subject Area
Education, General; Education, Higher; Education, Administration; Education, Sociology of
Keywords
Academic Advising, Academically At-Risk College Students, Academic Probation/Suspension Issues, College Student Development, College Student Probation/Dismissal/Reinstatement, Developmental Academic Advising
Disciplines
Education | Educational Assessment, Evaluation, and Research | Higher Education Administration | Student Counseling and Personnel Services
Recommended Citation
Jones, Earl, "An Examination of the Effects of Intrusive Advising and Support Services on Academically At-Risk Students" (2013). Doctoral Dissertations and Projects. 666.
https://digitalcommons.liberty.edu/doctoral/666
Abstract
This research study compared the effects of the intrusive form of developmental academic advising (IDAA) and the influence of additional academic support services on the mean cumulative Grade Point Averages (GPAs) of 4 randomly assembled groups of academically at-risk college students during 2 separate semesters. Academically at-risk students are defined as those students whose cumulative GPAs are below academic good standing at a university. The mean cumulative GPA of each student group was averaged prior to the beginning and at the end of the Spring 2012 and Fall 2012 semesters, respectively. All of these students were enrolled in a private university in the Mid-Atlantic region of the United States. The results of this study imply that using IDAA with a comprehensive offering of additional academic support services could provide greater academic improvement assistance to academically at-risk students than a less intrusive process.
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Administration Commons, Student Counseling and Personnel Services Commons
